The Effect of Metacognitive Strategies Implementation on Students’ Reading Comprehension Achievement

Abstract

Metacognitive strategies are known to be important in improving reading achievement. This study investigated whether there was any significant difference on students' reading comprehension achievement score by using metacognitive strategies and investigated what metacognitive strategies implemented on students' reading comprehension achieving. All participants of this study were students in the eleventh grade of Senior High School. The data were collected by means of Reading Comprehension Test (RCT) and Metacognitive Strategy Questionnaire (MSQ). The results indicated that metacognitive strategies had positive effect on students' reading achievement. Based on eta-squared calculation the effect size for the paired-samples t-test of the experimental group was 0.48. It means that there was a large effect, with a substantial difference in the students score before and after the treatment. There were nine sub-categories of metacognitive strategies on student's reading comprehension achievement. Such as: Advance Organizer, Selfmanagement, Comprehension Monitoring, Production Monitoring, Selfassessment, Self-evaluation, and Self-reflection. While the high implemented of metacognitive strategies in reading comprehension consisted of two sub-categories: Selective Attention and Organizational Planning. And the highest strategy use was Selective Attention, while the least strategy was Self-reflection.

Do reading boredom and reading boredom coping strategies predict reading comprehension performance? An empirical investigation of Saudi EFL learners

“…For instance, several researchers determined the association of reading instruction and reading performance (Aka, 2019;Jabri et al, 2020). Moreover, research was conducted on association between usage of reading strategies and reading achievement (Ajideh, 2019;Alshumaimeri, 2017;Muhid et al, 2020). Also, the influence of computer-assisted language learning on reading achievement was determined (Khezrlou, Ellis, & Sadeghi, 2017).…”

Metacognitive Strategies for Reading Comprehension in Basic Education Students

“…Metacognitive strategies are also essential in English reading, as noted by Muhid et al [43] in their study with 50 students showed significant results that metacognitive strategies had on reading performance, several strategies were worked on, but the most used was selective attention and the least used was self-reflection. In the same sense, Gutiérrez and Ruíz [44] investigated the effects of training in metacognitive reading strategies in two educational contexts of Spanish students, the group that carried out the strategic training obtained better scores, highlighting the importance of strategies in the understanding of The texts.…”

Influencia de estrategias metacognitivas en logros académicos del área Personal Social, V ciclo, de una Institución Educativa de Trujillo, 2020

“…Por otro lado, a decir de Chablé (2020) afirma que la comprensión lectora, tiene una relación directa con el uso de ciertas estrategias siendo las más resaltantes las metacognitivas, por cuanto permite una reflexión continua del lector, al interactuar con los textos. De igual Muhid, et al (2020) cuyos resultados indicaron que "las estrategias metacognitivas tuvieron un efecto positivo en el rendimiento en lectura de los estudiantes".…”